Aprendizagem em espaços não formais: saída de campo e utilização de lendas como estratégias metodológicas

Abstract

Education plays a fundamental role in shaping democratic, independent, and creative citizens. Given the challenges inherent in implementing Environmental Education (EE), this research proposed exploring the use of legends and field trips as methodological strategies for EE teaching, making learning more meaningful by connecting theory and practice. The specific objectives of this study include contextualizing the legend of Vila Velha State Park (PEVV) and relating it to relevant scientific and biological concepts. Additionally, it aims to develop interdisciplinary activities integrating the legend with Science content, stimulating students' understanding of environmental topics. Finally, it seeks to assess the perception of middle school students regarding their learning experience in a non-formal educational space, highlighting the impact of direct contact with nature. Furthermore, the use of playful and cultural resources, such as field trips and regional narratives, fosters interdisciplinarity and reinforces environmental values, providing an engaging and contextualized learning experience. This study leverages non-formal spaces to facilitate Environmental Education (EE) teaching, in accordance with Law n. 9.795/1999. By integrating theory and practice, the methodology aims to stimulate critical thinking. Applied to 8th-grade students, the initiative follows the BNCC guidelines, promoting scientific literacy and strengthening students' ecological awareness. Vila Velha State Park (PEVV), located in Ponta Grossa (PR), was chosen as a non-formal educational space. This Conservation Unit (CU) protects rock formations and native ecosystems while offering great potential for EE. Within this park, the legend of Dhuí and Aracê is used to bring students closer to nature. The applied methodology involved data collection, observation, and the implementation of a didactic sequence. Initially, students and teachers were introduced to the project, along with a preliminary questionnaire to assess students' prior knowledge. Then, introductory lessons on EE, CU, and PEVV were conducted, emphasizing their environmental importance and explaining visitation rules. The field trip to PEVV was structured into three guided tours within the park, allowing students to observe flora, fauna, and geological formations. Finally, a post-visit questionnaire assessed students' perceptions of the topics covered. Learning analysis was based on students' participation and engagement. As a result, the study demonstrated that the field trip, combined with the use of legends, contributed to environmental awareness and content contextualization. Field trips and the use of legends are significant strategies to bring students closer to nature by merging science and culture, encouraging reflection on environmental preservation, and promoting meaningful learning and critical thinking. The field trip to PEVV facilitated the integration of cultural, scientific, and environmental aspects, reinforcing the importance of conservation. The thodology complemented traditional teaching, promoting interdisciplinary and contextualized learning.